Ethan J. Raker is a new Assistant Professor of Sociology at the University of British Columbia working in the areas of social stratification, medical sociology, and environmental sociology. His scholarship brings together various sources of novel data to examine the relationship between climate change and inequalities in human health and community well-being.
We spoke to Ethan about his research, upcoming classes, and new teaching role with the Faculty.
What excites you about working at the University of British Columbia?
I couldn’t be more excited to begin my career at UBC. There is a real synergy between the focus areas of my work (in environmental and medical sociology) and the strengths of the sociology department here. This means that I will be able to pursue my research and pedagogy in a place with like-minded colleagues and students, which will help us all push forward innovative research and learn about health equity and environmental problems. Even beyond the sociology department, I am looking forward to connecting with colleagues across campus who work on similar topics. It really is an exciting time to work at UBC, and any student who shares these sociological interests should feel free to stop by my office or send me an email.
What research project are you currently working on?
I’m currently working on three research projects.
The first project examines how U.S. disaster assistance programs engender and exacerbate racial and socioeconomic inequality. In a series of papers, I explore and uncover how various institutionalized logics, such as damage sufficiency and substantiation, can lead to racial disparities in access, which in turn stratify socioeconomic growth and health trajectories after disasters.
The second project explores the long-term physical and mental health consequences of disaster exposure, using a longitudinal, mixed-methods study of Hurricane Katrina survivors followed over 15 years. I’m currently working on papers that examine the dynamic relationship between neighbourhoods, health, and the intersecting role of the COVID-19 pandemic on post-traumatic stress.
The third project is my newest line of work. In that project, I study how extreme heat and air pollution affect fertility and birth outcomes. One paper, for example, focuses on how the uptake of residential air conditioning from 1970-1990 altered the relationship between heat and newborn health, which addresses more theoretical questions about the nature of climate adaptation.
Can you tell us about the courses are you teaching this year?
In both winter terms of this academic year, I am teaching The Sociology of Health and Illness (SOCI 384). The course introduces students to the key topics and concepts in the subfield. Students will engage with, apply, and critique fundamental cause theory, social determinants of health, cultural health capital, social constructions of illness, and social identity and health, among other topics. In particular, we will be applying concepts and theories to two key empirical cases: the COVID-19 pandemic and climate change — both of which provide vantage points from which to examine critical issues in medical sociology. It is aimed at undergraduates who have already taken SOCI 100, SOCI 101, or SOCI 102.
What is your teaching style in the classroom?
My approach to teaching (which may sound corny but it’s true) prioritizes the three I’s: inclusion, interaction, and introspection. My courses are environments in which all students are included and supported no matter their background or beliefs. Students are encouraged and equipped to interact with course material and each other in ways that are meaningful. And finally, students’ perspectives and experiences are critical to the learning experience through the inclusion of introspective components that relate the course material to experiences in the real world.
I believe strongly in multiple types of assessments throughout a course so that all students have the potential to excel (from papers, exams, and projects), and multiple ways of learning for those who learn by doing, reading, listening, seeing, and other means.
What should students expect from you as a teacher?
Students can expect multiple forms of learning throughout the course lectures: from short documentary clips to media articles, and even podcasts. We center each lecture around a few sociological journal articles and synthesize them together in class. I also use several types of learning activities in the class to break up the sound of my own voice! In sum, students should expect a dynamic course experience.
What are you most looking forward to this upcoming school year?
I just moved here a few weeks ago, so I think I’m most looking forward to exploring and getting to know UBC, Vancouver, British Columbia, and to be honest, Canada. This first school year will be all about acquainting myself with my new environments — trying new restaurants, exploring different Vancouver neighbourhoods, learning about B.C. history, and engaging with contemporary Canadian issues. In terms of research, I should be finishing up several data collection projects, which means I can finally start analyzing (the best part). Outside of work, like so many others, I’m looking forward to returning to many things we’ve gone without during the past year and a half — for example, I’m excited to watch NFL games this fall at a bar with friends; I’m looking forward to running a 10K or half-marathon race; and I’m excited to go to several close friends’ weddings that were postponed last year.
